P.H.M. Sins

916 total citations
25 papers, 618 citations indexed

About

P.H.M. Sins is a scholar working on Education, Developmental and Educational Psychology and Social Psychology. According to data from OpenAlex, P.H.M. Sins has authored 25 papers receiving a total of 618 indexed citations (citations by other indexed papers that have themselves been cited), including 17 papers in Education, 15 papers in Developmental and Educational Psychology and 5 papers in Social Psychology. Recurrent topics in P.H.M. Sins's work include Innovative Teaching and Learning Methods (13 papers), Educational Strategies and Epistemologies (7 papers) and Science Education and Pedagogy (5 papers). P.H.M. Sins is often cited by papers focused on Innovative Teaching and Learning Methods (13 papers), Educational Strategies and Epistemologies (7 papers) and Science Education and Pedagogy (5 papers). P.H.M. Sins collaborates with scholars based in Netherlands, United States and United Kingdom. P.H.M. Sins's co-authors include Elwin Savelsbergh, Wouter van Joolingen, Paul A. Kirschner, Gijsbert Erkens, Crina Damşa, Jerry Andriessen, Bernadette van Hout-Wolters, B.H.A.M. van Hout‐Wolters, Remy M. J. P. Rikers and Henk G. Schmidt and has published in prestigious journals such as SHILAP Revista de lepidopterología, Computers & Education and Academic Medicine.

In The Last Decade

P.H.M. Sins

22 papers receiving 567 citations

Peers — A (Enhanced Table)

Peers by citation overlap · career bar shows stage (early→late) cites · hero ref

Name h Career Trend Papers Cites
P.H.M. Sins Netherlands 10 399 334 110 88 78 25 618
Kristina Callaghan United States 5 557 1.4× 154 0.5× 56 0.5× 51 0.6× 98 1.3× 6 800
Greg Kestin United States 5 545 1.4× 145 0.4× 50 0.5× 52 0.6× 90 1.2× 9 787
Susan M. Williams United States 10 304 0.8× 210 0.6× 37 0.3× 32 0.4× 53 0.7× 16 518
H. Broekkamp Netherlands 11 399 1.0× 259 0.8× 30 0.3× 74 0.8× 34 0.4× 21 574
Jos van der Linden Netherlands 6 354 0.9× 356 1.1× 34 0.3× 53 0.6× 41 0.5× 7 505
Bernadette van Hout-Wolters Netherlands 12 500 1.3× 404 1.2× 104 0.9× 115 1.3× 86 1.1× 20 778
Kathleen J. Roth United States 12 713 1.8× 309 0.9× 53 0.5× 48 0.5× 21 0.3× 26 834
Ngar-Fun Liu Hong Kong 3 713 1.8× 205 0.6× 65 0.6× 20 0.2× 68 0.9× 5 962
Jacques Haenen Netherlands 7 395 1.0× 313 0.9× 40 0.4× 37 0.4× 31 0.4× 16 727
Carol Livingston United States 8 728 1.8× 259 0.8× 83 0.8× 73 0.8× 21 0.3× 10 901

Countries citing papers authored by P.H.M. Sins

Since Specialization
Citations

This map shows the geographic impact of P.H.M. Sins's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by P.H.M. Sins with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites P.H.M. Sins more than expected).

Fields of papers citing papers by P.H.M. Sins

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by P.H.M. Sins. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by P.H.M. Sins. The network helps show where P.H.M. Sins may publish in the future.

Co-authorship network of co-authors of P.H.M. Sins

This figure shows the co-authorship network connecting the top 25 collaborators of P.H.M. Sins. A scholar is included among the top collaborators of P.H.M. Sins based on the total number of citations received by their joint publications. Widths of edges represent the number of papers authors have co-authored together. Node borders signify the number of papers an author published with P.H.M. Sins. P.H.M. Sins is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

20 of 20 papers shown
1.
Sins, P.H.M., et al.. (2025). Measuring Availability and Production of Primary Students' Self‐Regulated Learning Strategies During Inquiry‐Based Science Education. Psychology in the Schools. 62(12). 5080–5099. 1 indexed citations
2.
Sins, P.H.M., et al.. (2024). Effects of socioscientific issues-based teaching on attitudes: Students’ resources as moderator. The Journal of Educational Research. 117(4). 169–184.
3.
4.
Vrieling, Emmy, et al.. (2023). Students’ basic psychological needs in blended teacher learning groups. Frontiers in Education. 8. 2 indexed citations
5.
Sins, P.H.M., et al.. (2023). Promoting explicit instruction of strategies for self-regulated learning: evaluating a teacher professional development program in primary education. Metacognition and Learning. 19(1). 215–247. 10 indexed citations
6.
Sins, P.H.M., et al.. (2022). Strengthening science education through attention to student resources: A conceptualization of socioscientific capital. Journal of Research in Science Teaching. 60(5). 1162–1192. 11 indexed citations
7.
Molen, Juliëtte H. Walma van der, et al.. (2022). Students' engagement with Socioscientific issues: Use of sources of knowledge and attitudes. Journal of Research in Science Teaching. 60(5). 1125–1161. 11 indexed citations
8.
Tigelaar, Dineke E.H. & P.H.M. Sins. (2020). Effects of formative assessment programmes on teachers’ knowledge about supporting students’ reflection. Journal of Vocational Education and Training. 73(3). 413–435. 9 indexed citations
9.
Tigelaar, Dineke E.H., P.H.M. Sins, & Jan van Driel. (2016). Fostering students’ reflection: examining relations between elements of teachers’ knowledge. Research Papers in Education. 32(3). 353–375. 7 indexed citations
10.
Sins, P.H.M. & Sarina van der Zee. (2015). De toegevoegde waarde van traditioneel vernieuwingsonderwijs: een studie naar de verschillen in cognitieve en niet-cognitieve opbrengsten tussen daltonscholen en traditionele scholen voor primair onderwijs. SHILAP Revista de lepidopterología. 92(4). 254–274. 2 indexed citations
11.
Sins, P.H.M.. (2010). Tension resolution as pattern for practice transformation in interdisciplinary teamwork in professional development. International Conference of Learning Sciences. 372–379. 1 indexed citations
12.
Sins, P.H.M., Elwin Savelsbergh, Wouter van Joolingen, & B.H.A.M. van Hout‐Wolters. (2010). Effects of face-to-face versus chat communication on performance in a collaborative inquiry modeling task. Computers & Education. 56(2). 379–387. 24 indexed citations
13.
Tigelaar, Dineke E.H., et al.. (2010). Begeleiding bij reflectie in MBO Zorg opleidingen: hoe docenten zich professionaliseren. 34(2). 3–7. 1 indexed citations
14.
Damşa, Crina, Paul A. Kirschner, Jerry Andriessen, Gijsbert Erkens, & P.H.M. Sins. (2010). Shared Epistemic Agency: An Empirical Study of an Emergent Construct. Journal of the Learning Sciences. 19(2). 143–186. 181 indexed citations
15.
Ilomäki, Liisa, Sami Paavola, Christoph Richter, et al.. (2008). Developing and applying design principles for knowledge creation practices. 258–265. 1 indexed citations
16.
Sins, P.H.M., Wouter van Joolingen, Elwin Savelsbergh, & Bernadette van Hout-Wolters. (2007). Motivation and performance within a collaborative computer-based modeling task: Relations between students’ achievement goal orientation, self-efficacy, cognitive processing, and achievement. Contemporary Educational Psychology. 33(1). 58–77. 132 indexed citations
17.
Sins, P.H.M.. (2006). Students' reasoning during computer-based scientific modeling. 4 indexed citations
18.
Sins, P.H.M.. (2006). Students' reasoning during scientific computer-based modeling : the impact of epistemology, motivation and communication mode. UvA-DARE (University of Amsterdam). 4 indexed citations
19.
Rikers, Remy M. J. P., et al.. (2005). The Role of Biomedical Knowledge in Clinical Reasoning: A Lexical Decision Study. Academic Medicine. 80(10). 945–949. 42 indexed citations
20.
Sins, P.H.M., Elwin Savelsbergh, & Wouter van Joolingen. (2005). The Difficult Process of Scientific Modelling: An analysis of novices' reasoning during computer‐based modelling. International Journal of Science Education. 27(14). 1695–1721. 83 indexed citations

Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive bibliographic database. While OpenAlex provides broad and valuable coverage of the global research landscape, it—like all bibliographic datasets—has inherent limitations. These include incomplete records, variations in author disambiguation, differences in journal indexing, and delays in data updates. As a result, some metrics and network relationships displayed in Rankless may not fully capture the entirety of a scholar's output or impact.

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